Pedagogy ( /ˈpɛdəɡɒdʒi/ or /ˈpɛdəɡoʊdʒi/)^[1][2] is the holistic science of education. It may be implemented in practice as a personal, and holistic approach of socialising and upbringing children and young people.^[3][4] The term is not to be confused with social pedagogy, where society (represented by social pedagogues) holds a bigger part of the responsibility of the citizen's (often with mental or physical disabilities) well-being.^[5][6]

Pedagogy is also occasionally referred to as the correct use of instructive strategies (see instructional theory). For example, Paulo Freire referred to his method of teaching adult humans as "critical pedagogy". In correlation with those instructive strategies the instructor's own philosophical beliefs of instruction are harbored and governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought.^[7]

Etymology and generalizations[link]

Look up pedagogy in Wiktionary, the free dictionary.

The word comes from the Greek παιδαγωγέω (paidagōgeō); in which παῖς (país, genitive παιδός, paidos) means "child" and άγω (ágō) means "lead"; so it literally means "to lead the child". The Greek παιδαγωγός (pedagogue)^[8] ; in which παιδί (ped) means "child” and άγω (ago)^[8] means "lead"; would also mean "to lead the child." Other relevant roots from Greek include μικρό παιδί^[8] or toddler; αγόρι^[8] or boy child; κοριτσιών^[8] or girl child; μικρό παιδί^[8] or young child, indicating that παιδί is used with very young children of both sexes.

An instructor develops conceptual knowledge and manages the content of learning activities in pedagogical settings. This is consistent with the Cognitivism of Piaget, 1926, 1936/1975; Bruner, 1960, 1966, 1971, 1986; and Vygotsky, 1962 where sequential development of individual mental processes such as recognize, recall, analyze, reflect, apply, create, understand, and evaluate are scaffolded. The learning technique is adoptive learning of procedures, organization, and structure to develop an internal cognitive structure that strengthens synapses in the brain. The learner requires assistance to develop prior knowledge and integrate new knowledge using Verbal/Linguistic and Logical/Mathematical intelligences. The learner must learn how to learn while developing existing schema and adopting knowledge from both people and the environment. This is low order learning of conceptual knowledge, techniques, procedures, and algorithmic problem solving.^[9]

Further Reading[link]

• Bruner, J. S. (1960). The process of education, Cambridge, MA: Harvard University Press.

• Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Belkapp Press.

• Bruner, J. S. (1971). The relevance of education. New York, NY: Norton

• Bruner, J. S., Goodnow, J. J., Austin, G. A. (1986). A study of thinking. New Brunswick, NJ: Transaction Press.

• Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum

• Piaget, J. (1926). The language and thought of the child. London: Routledge & Kegan.

• Piaget, J. (1975/1936). La naissance de l’intelligence chez l’enfant. [Emergence of intelligence in the child]. Neuchatel: Delachaux et Nieslé. Cited in Tomic, W. & Kingma, J (1996). Three theories of cognitive representation and their evaluation standards of training effect. Heerlson, The Netherlands: The Open University.

• Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.

Academic degree[link]

An academic degree, Ped. D., Doctor of Pedagogy, is awarded honorarily by some U.S. universities to distinguished teachers (in the U.S. and U.K. earned degrees within the instructive field are classified as an Ed. D., Doctor of Education or a Ph.D. Doctor of Philosophy). The term is also used to denote an emphasis in education as a specialty in a field (for instance, a Doctor of Music degree in piano pedagogy).

Contributors to pedagogy[link]

A number of people contributed to the theories of pedagogy, among these are

Pedagogues[link]

A pedagogue is a practitioner of pedagogy. The term is primarily used for individuals who occupy jobs in pre-school education (such as kindergartens and nurseries) in Scandinavia. But can occupy varies kinds of jobs e.g. in retirement homes, prisons, orphanages, and human resource managements. These are often recognised as social pedagogues as they perform on behalf of society.

The pedagogue's job is usually distinguished from teachers by primarily focusing on teaching children life-preparing knowledge such as social skills and cultural norms etc. There is also a very big focus on care and well-being of the child. Many pedagogical institutions also practice social inclusion. The pedagogue's work also consists of supporting the child in his or her mental- and social development. ^[10]

In Denmark all pedagogues are trained at a series of national institutes for social educators located in all major cities. The programme is a 3.5 year academic course giving the student the title of a Bachelor in Social Education (Danish: Professionsbachelor som pædagog) ^[11]

See also[link]

References[link]

External links[link]

Find more about Pedagogy on Wikipedia's sister projects:
	Definitions and translations from Wiktionary
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	Learning resources from Wikiversity
	News stories from Wikinews
	Quotations from Wikiquote
	Source texts from Wikisource
	Textbooks from Wikibooks

• Pedagogics as a System Johann Karl Friedrich Rosenkranz, 1848, Translated 1872 by Anna C. Brackett, R.P. Studley Company
• The philosophy of education Johann Karl Friedrich Rosenkranz, D. Appleton and Co., 1899
• Methods and Theories of Education at the Open Directory Project
• TeachShare.org (Techniques) describes how to use a variety of teaching techniques (step-by-step).
• Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, Culture
• SocialPedagogyUK.com Developments in the field of Social Pedagogy in the UK
• pedagogy.eu
• "Internet Activities for a Preschool Technology Education Program Guided by Caregivers", Appendix B, p.140. Doctoral dissertation, Lombardi, S.M., North Carolina State University, 2011.

Paulo Freire
Born	(1921-09-19)September 19, 1921 Recife, Pernambuco, Brazil
Died	May 2, 1997(1997-05-02) (aged 75) São Paulo, São Paulo, Brazil
Nationality	Brazilian
Occupation	Educator, author
Known for	Theories of education
Influenced by	Jean-Paul Sartre, Erich Fromm, Louis Althusser, Herbert Marcuse, Karl Marx, Ivan Illich, Mao Zedong, Antonio Gramsci, Frantz Fanon
Influenced	Peter McLaren, Henry Giroux, Joe L. Kincheloe, Shirley R. Steinberg, Antonia Darder, Augusto Boal, James D. Kirylo

Paulo Reglus Neves Freire, PhD (September 19, 1921 – May 2, 1997) was a Brazilian educator and influential theorist of critical pedagogy.

Biography[link]

Freire was born September 19, 1921 to a middle class family in Recife, Pernambuco, Northeast Brazil. Freire became familiar with poverty and hunger during the Great Depression of the 1930s. In 1931, the family moved to the less expensive city of Jaboatão dos Guararapes, and in 1933 his father died. In school, he ended up four grades behind, and his social life revolved around playing pick up football with other poor children, from whom he learned a great deal. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. Freire stated that poverty and hunger severely affected his ability to learn. This influenced his decision to dedicate his life to improving the lives of the poor: “I didn't understand anything because of my hunger. I wasn't dumb. It wasn't lack of interest. My social condition didn't allow me to have an education. Experience showed me once again the relationship between social class and knowledge" (Freire as quoted in Stevens, 2002) .^[1]

Eventually his family's misfortunes turned around and their prospects improved.

Freire enrolled at Law School at the University of Recife in 1943. He also studied philosophy, more specifically phenomenology, and the psychology of language. Although admitted to the legal bar, he never actually practiced law but instead worked as a teacher in secondary schools teaching Portuguese. In 1944, he married Elza Maia Costa de Oliveira, a fellow teacher. The two worked together and had five children.

In 1946, Freire was appointed Director of the Department of Education and Culture of the Social Service in the State of Pernambuco. Working primarily among the illiterate poor, Freire began to embrace a non-orthodox form of what could be considered^[2] liberation theology. In Brazil at that time, literacy was a requirement for voting in presidential elections.

In 1961, he was appointed director of the Department of Cultural Extension of Recife University, and in 1962 he had the first opportunity for significant application of his theories, when 300 sugarcane workers were taught to read and write in just 45 days. In response to this experiment, the Brazilian government approved the creation of thousands of cultural circles across the country.

In 1964, a military coup put an end to that effort. Freire was imprisoned as a traitor for 70 days. After a brief exile in Bolivia, Freire worked in Chile for five years for the Christian Democratic Agrarian Reform Movement and the Food and Agriculture Organization of the United Nations. In 1967, Freire published his first book, Education as the Practice of Freedom. He followed this with his most famous book, Pedagogy of the Oppressed, first published in Portuguese in 1968.

On the strength of reception of his work, Freire was offered a visiting professorship at Harvard University in 1969. The next year, Pedagogy of the Oppressed was published in both Spanish and English, vastly expanding its reach. Because of political feuds between Freire, a Christian socialist, and successive authoritarian military dictatorships, the book wasn't published in Brazil until 1974, when General Ernesto Geisel became the then dictator president beginning the process of a slow and controlled political liberalisation.

After a year in Cambridge, Massachusetts, USA, Freire moved to Geneva, Switzerland to work as a special education advisor to the World Council of Churches. During this time Freire acted as an advisor on education reform in former Portuguese colonies in Africa, particularly Guinea Bissau and Mozambique.

In 1979, he was able to return to Brazil, and moved back in 1980. Freire joined the Workers' Party (PT) in the city of São Paulo, and acted as a supervisor for its adult literacy project from 1980 to 1986. When the PT prevailed in the municipal elections in 1988, Freire was appointed Secretary of Education for São Paulo.

In 1986, his wife Elza died. Freire married Maria Araújo Freire, who continues with her own educational work.

Freire died of heart failure on May 2, 1997 in São Paulo.

Theoretical contributions[link]

"There is no such thing as a neutral education process. Education either functions as an instrument which is used to facilitate the integration of generations into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom’, the means by which men and women deal critically with reality and discover how to participate in the transformation of their world."

—Richard Shaull, drawing on Paulo Freire^[3]

Paulo Freire contributed a philosophy of education that came not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. In fact, in many ways his Pedagogy of the Oppressed (1970) may be best read as an extension of, or reply to, Frantz Fanon’s The Wretched of the Earth (1961), which emphasized the need to provide native populations with an education which was simultaneously new and modern (rather than traditional) and anti-colonial (not simply an extension of the culture of the colonizer).

In Pedagogy of the Oppressed (1970), Freire, reprising the oppressors-oppressed distinction, differentiates between the two positions in an unjust society, the oppressor and the oppressed. Freire makes no direct reference to his most direct influence for the distinction, which stems back at least as far as Hegel in 1802, and has since been reprised by many authors including Engels, Marx, Lenin, Gramsci, Simone Weil and others.

Freire champions that education should allow the oppressed to regain their sense of humanity, in turn overcoming their condition. Nevertheless, he also acknowledges that in order for this to occur, the oppressed individual must play a role in their liberation. As he states:

No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).^[4]

Likewise, the oppressors must also be willing to rethink their way of life and to examine their own role in the oppression if true liberation is to occur; "those who authentically commit themselves to the people must re-examine themselves constantly" (Freire, 1970, p. 60).

Freire believed education to be a political act that could not be divorced from pedagogy. Freire defined this as a main tenet of critical pedagogy. Teachers and students must be made aware of the "politics" that surround education. The way students are taught and what they are taught serves a political agenda. Teachers, themselves, have political notions they bring into the classroom (Kincheloe, 2008).^[5] Freire believed that "education makes sense because women and men learn that through learning they can make and remake themselves, because women and men are able to take responsibility for themselves as beings capable of knowing — of knowing that they know and knowing that they don't" (Freire, 2004, p. 15)^[6]

Banking model of education[link]

In terms of actual pedagogy, Freire is best known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. He notes that "it transforms students into receiving objects. It attempts to control thinking and action, leads men and women to adjust to the world, and inhibits their creative power" (Freire, 1970, p. 77). The basic critique was not new — Rousseau’s conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the “banking concept”). In addition, thinkers like John Dewey were strongly critical of the transmission of mere facts as the goal of education. Dewey often described education as a mechanism for social change, explaining that “education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction” (1897, p. 16).^[7] Freire’s work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.

Student-teacher dualism[link]

^{[original research?]}

More challenging is Freire' s strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it be completely abolished.

Culture of silence[link]

According to Freire, the system of dominant social relations creates a culture of silence that instills a negative, silenced and suppressed self-image into the oppressed. The learner must develop a critical consciousness in order to recognize that this culture of silence is created to oppress.^[8] Also, a culture of silence can cause the "dominated individuals [to] lose the means by which to critically respond to the culture that is forced on them by a dominant culture."^[9] Social domination of race and class are interleaved into the conventional educational system, through which the “culture of silence” eliminates the "paths of thought that lead to a language of critique”^[10]

Global impact[link]

This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (June 2011)

Freire's major exponents in North America are Peter McLaren, Donaldo Macedo, Joe L. Kincheloe, Ira Shor, and Henry Giroux. One of McLaren's edited texts, Paulo Freire: A Critical Encounter, expounds upon Freire's impact in the field of critical education. McLaren has also provided a comparative study concerning Paulo Freire and the Argentinian revolutionary icon Che Guevara. Freire's work has also influenced the so-called "radical math" movement in the United States, which emphasizes social justice issues and critical pedagogy as components of mathematical curricula [2]

In 1991, the Paulo Freire Institute was established in São Paulo to extend and elaborate upon his theories of popular education. The Institute now has projects in many countries and is currently headquartered at UCLA Graduate School of Education and Information Studies where it actively maintains the Freire archives. The director is Dr. Carlos Torres, a UCLA professor and author of Freirean books including La praxis educativa de Paulo Freire (1978). Since the publication of the English edition in 1970, Pedagogy of the Oppressed has achieved near-iconic status in America’s teacher-training programs, according to Sol Stern, a social commentator critical of the entry of Freire's Marxist-inspired teachings into the mainstream curriculum. Connections of Freire's non-dual theory and pedagogy has also recently been made with eastern philosophical traditions such as the Advaita Vedanta^[11]

The Pedagogy and Theatre of the Oppressed Conference is held each spring and is guided by the theory and practice of these two liberatory practitioners. The Conference networks a wide variety of people with interests in Freire and Augusto Boal—liberatory education and theatre, community organizing, community-based analysis, TIE, race/gender/class/sexual orientation/geography analysis, performance/performance art, comparative education models, etc.

The Paulo and Nita Freire Project for International Critical Pedagogy has been founded at McGill University. Here Joe L. Kincheloe and Shirley R. Steinberg have worked to create a dialogical forum for critical scholars around the world to promote research and re-create a Freirean pedagogy in a multinational domain.

Paulo Freire's work also had a profound impact on Steve Biko and the Black Consciousness Movement in South Africa.

At his death, Freire was working on a book of Ecopedagogy, a platform of work carried on by many of the Freire Institutes and Freirean Associations around the world today. It has been influential in helping to develop planetary education projects such as the Earth Charter as well as countless international grassroots campaigns per the spirit of Freirean popular education generally.

Recognition[link]

• King Baudouin International Development Prize 1980. Paulo Freire was the very first person to receive this prize. He was nominated for the prize by Dr. Mathew Zachariah, Professor of Education at the University of Calgary.
• Prize for Outstanding Christian Educators with his wife Elza
• UNESCO 1986 Prize for Education for Peace
• Honorary Doctorate, the University of Nebraska at Omaha, 1996, along with Augusto Boal, during their residency at the Second Pedagogy and Theatre of the Oppressed Conference in Omaha.
• An independent public high school in Holyoke, Massachusetts, called the Paulo Freire Social Justice Charter School, won state approval on 28 February 2012. and is scheduled to open in the fall of 2012. http://dailyhampshiregazette.com/2012/02/29/holyoke-charter-school-gets-green-light-from-state-1

Bibliography[link]

Freire wrote and co-wrote over 20 books on education, pedagogy and related themes.^[12]

See also[link]

Notes[link]

References[link]

• Mann, Bernhard, The Pedagogical and Political Concepts of Mahatma Gandhi and Paulo Freire. In: Claußen, B. (Ed.) International Studies in Political Socialization and ion. Bd. 8. Hamburg 1996. ISBN 3-926952-97-0
• Aronowitz, Stanley (1993). Paulo Freire's radical democratic humanism. In P. McLaren & P. Leonard. (Eds.), Paulo Freire: A critical encounter (pp. 9-)
• Kincheloe, Joe L. (2008). Critical Pedagogy. 2nd Ed. New York: Peter Lang.

Further reading[link]

• Coben, Diana (1998), Radical heroes. Gramsci, Freire and the Politics of Adult Education, New York: Garland Press.
• Darder, Antonia (2002), Reinventing Paulo Freire: A Pedagogy of Love, Boulder: Westview.
• Elias, John (1994), Paulo Freire: Pedagogue of Liberation, Florida: Krieger.
• Ernest,Paul; Greer, Brian; Sriraman,Bharath(eds.), Critical Issues in Mathematics Education, The Mathematics Enthusiast: Monograph Series in Mathematics Education, Information Age Publishing; Charolotte, NC, ISBN 978-1-60752-039-9
• Freire, Paulo (1997) "Mentoring the mentor: a critical dialogue with Paulo Freire," Counterpoints: Studies in the Postmodern Theory of Education, Vol 60, 1997, ISBN 0-8204-3798-0
• Gadotti, Moacir (1994), Reading Paulo Freire. His Life and Work, Albany: SUNY Press.
• McLaren, Peter (2000) Che Guevara, Paulo Freire and the Pedagogy of Revolution, Maryland: Rowman & Littlefield.
• McLaren, Peter and Leonard, Peter (eds.) (1993), Paulo Freire: A Critical Encounter, London and New York: Routledge.
• McLaren, Peter and Lankshear, Colin (eds.) (1994), Politics of Liberation. Paths from Freire, London and New York: Routledge.
• Mayo,Peter (1999), Gramsci, Freire and Adult Education. Possibilities for Transformative Action, London and New York: Zed Books.
• Mayo,Peter (2004, 2008), Liberating Praxis. Paulo Freire's Legacy for Radical Education and Politics, Westport, Connecticut: Praeger; Rotterdam and Taipei: Sense.
• Morrow, Raymond A. and Torres, Carlos .A. (2002), Reading Freire and Habermas. Critical pedagogy and Transformative Social Change, New York and London: Teachers College Press.
• O’Cadiz, Maria del Pilar, Wong, Pia L. and Torres, Carlos A. (1997), Education and Democracy. Paulo Freire, Social Movements and Educational Reform in São Paulo, Boulder: Westview Press.
• Roberts, Peter (2000), Education, Literacy, and Humanization Exploring the Work of Paulo Freire, Westport, Connecticut: Bergin & Garvey.
• Rossatto, Cesar A. (2005), Engaging Paulo Freire's Pedagogy Of Possibility: From Blind To Transformative Optimism, Lanham: Rowman & Littleield.
• Taylor, Paul V. (1993), The Texts of Paulo Freire, Buckingham: Open University Press.
• Torres, Carlos A and Noguera, Pedro (eds.) (2008), Social Justice Education For Teachers. Paulo Freire and the Possible Dream, Rotterdam and Taipei: Sense.

Paulo Freire Institutes around the world[link]

• The Paulo and Nita Freire International Project for Critical Pedagogy
• The Paulo Freire Institute at UCLA
• The Paulo Freire Institute of South Africa
• Instituto Paulo Freire of Spain
• Instituto Paulo Freire, Brasil
• Paulo Freire Institute, Malta
• Paulo Freire Research Center, Finland

External links[link]

Wikiquote has a collection of quotations related to: Paulo Freire

• Digital Library Paulo Freire(Pt-Br)
• Pedagogy of the Oppressed by Paulo Freire
• PopEd Toolkit - Exercises/Links Inspired by Freire's Work
• Interview with Maria Araújo Freire on her marriage to Paulo Freire
• Interview excerpt with Paulo Freire on liberation theology and Marx
• A dialogue with Paulo Freire and Ira Shor (1988)

Henry Giroux, born September 18, 1943, in Providence, Rhode Island, is an American cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory.

A high-school social studies teacher in Barrington, Rhode Island for six years,^[1] Giroux has held positions at Boston University, Miami University, and Penn State University. In 2005, Giroux began serving as the Global TV Network Chair in English and Cultural Studies at McMaster University in Hamilton, Ontario^{[2][dead link][3]}

Giroux has published more than 50 books and over 300 academic articles, and is published widely throughout education and cultural studies literature.^[4] Since arriving at McMaster, Giroux has been a featured faculty lecturer,^[5] and has published nine books,^[6] including his most recent work, The University in Chains: Confronting the Military-Industrial-Academic Complex.^[7]

Routledge named Giroux as one of the top fifty educational thinkers of the modern period in 2002.^[8]

Biography[link]

Henry Giroux was born in Providence, Rhode Island. After teaching high-school social studies in Barrington, Rhode Island for six years, Giroux earned his doctorate at Carnegie-Mellon in 1977. His first position as a professor was in education at Boston University, which he held for the next six years. Following that, he became an education professor and renowned scholar in residence at Miami University in Oxford, Ohio. While there he also served as the founding Director of the Center for Education and Cultural Studies.^[9]

In 1992 he began a 12-year position in the Waterbury Chair Professorship at Penn State University, also serving as the Director of the Waterbury Forum in Education and Cultural Studies.^[10] In 2004 Giroux became the Global Television Network Chair in English and Cultural Studies at McMaster University in Hamilton, Ontario.^[11] He currently lives there with his wife, Dr. Susan Searls Giroux.

Theory[link]

Giroux has been an important contributor to a variety of academic fields, including critical pedagogy, cultural studies, youth studies, and media studies, among others. His work draws from a number of theoretical traditions extending from Marx to Paulo Freire to Zygmunt Bauman. He is also an advocate of radical democracy, vigorously opposing the anti-democratic tendencies of neoliberalism, militarism, empire, religious fundamentalism, and the ongoing attacks against the social state, the social wage, youth, the poor, and public and higher education. Giroux's most recent work focuses on public pedagogy, a term he coined to describe the nature of the spectacle and the new media, and the political and educational force of global culture. He is also a regular columnist for Truthout and writes for a variety of academic journals and public venues.

Accomplishments[link]

Henry Giroux's writing has won many awards, and is written for a range of public and scholarly sources. Giroux has written more than 40 books; published almost 300 papers; and hundreds of chapters in others' books, articles in magazines, and more. Seven of Giroux's books have been chosen as significant books of the year by the American Educational Studies Association.

While at Miami University Giroux was named as a Distinguished Scholar. He won the Visiting Distinguished Professor Award for 1987–1988 at the University of Missouri–Kansas City. Between 1992 and 2004, he held the Waterbury Chair Professorship at Penn State University. He was awarded the Visiting Asa Knowles Chair Professorship by Northeastern University in 1995. He won a Tokyo Metropolitan University Fellowship for Research in August 1995.

In 1998 Giroux was selected to the Laureate Chapter of Kappa Delta Phi. He was awarded a Distinguished Visiting Lectureship in art education at the School of the Art Institute of Chicago in 1998 and 1999. He was the winner of a Getty Research Institute Visiting Scholar Award for May–June, 2000. He was selected as a Hooker Distinguished Visiting Professor at McMaster University in 2001.

Giroux was named as one of the top fifty educational thinkers of the modern period in Fifty Modern Thinkers on Education: From Piaget to the Present as part of Routledge’s "Key Guides Publication Series" (2002). In 2001 he won the James L. Kinneavy Award for the most outstanding article published in JAC in 2001, which was presented by the Association of Teachers of Advanced Composition at the Conference on College Composition and Communication Chicago in March 2002.

Giroux was selected as the Barstow Visiting Scholar for 2003 at Saginaw Valley State University. In 2005, he was awarded an Honorary Doctorate of Letters by Memorial University of Newfoundland.^[12]

Publications by Giroux[link]

In addition to being a co-Editor-in-chief of the Review of Education, Pedagogy and Cultural Studies^[13] published by Taylor and Francis, Giroux has published the following books:

• Ideology, Culture and the Process of Schooling. (1981)
• Theory and Resistance in Education. (1983)
• The Hidden Curriculum and Moral Education: Deception or Discovery?. (with David E. Purpel)(1983)
• Education Under Siege: The Conservative, Liberal, and Radical Debate Over Schooling. (co-authored with Stanley Aronowitz) (1985)
• Schooling and the Struggle for Public Life. (1988)
• Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. (1988)
• Border Crossings: Cultural Workers and the Politics of Education. (1992)
• Between Borders: Pedagogy and the Politics of Cultural Studies (with Peter McLaren) (1993)
• Disturbing Pleasures: Learning Popular Culture. (1994)
• Fugitive Cultures: Race, Violence, and Youth Routledge Publishing. (1996)
• Living dangerously: Multiculturalism and the politics of difference. (1996)
• The Mouse that Roared: Disney and the End of Innocence. (1999)
• Stealing Innocence: Corporate Culture's War on Children. (2001)
• Breaking In to the Movies: Film and the Culture of Politics. (2002)
• The Abandoned Generation: Democracy Beyond the Culture of Fear. (2004)
• Terror of Neoliberalism. (2004)
• Against the New Authoritarianism. (2005)
• Beyond the Spectacle of Terrorism: Global Uncertainty and the Challenge of the New Media. (2006)
• America on the Edge: Henry Giroux on Politics, Education, and Culture. (2006)
• The Giroux Reader. (2006)
• Stormy Weather: Katrina and the Politics of Disposability. (2006)
• The University in Chains: Confronting the Military-Industrial-Academic Complex. (2007)
• Against the Terror of Neoliberalism: Beyond the Politics of Greed. (2008)
• Youth in a Suspect Society: Democracy or Disposability? (2009)
• Politics Beyond Hope: Obama and the Crisis of Youth, Race, and Democracy. (2010)
• The Mouse that Roared: Disney and the End of Innocence. 2nd edition (co-authored with Grace Pollock) (2010)
• Hearts of Darkness: Torturing Children in the War on Terror. (2010)
• Zombie Politics in the Age of Casino Capitalism. (2011)
• Education and the Public Sphere: Ideas of Radical Pedagogy. (co-authored with Lech Witkowski) Cracow, Poland: Impuls (2011)
• On Critical Pedagogy. (2011)
• Education and the Crisis of Public Values. (2012)
• Twilight of the Social: Resurgent Publics in the Age of Disposability. (2012)

Books about Giroux[link]

• Reading & Teaching Henry Giroux. Doyle & Singh. (2006)

See also[link]

• critical pedagogy
• Paulo Freire
• Joe L. Kincheloe
• Stanley Aronowitz
• Youth empowerment

References[link]

External links[link]

• Henry Giroux's Website
• Reading list at The Freechild Project website
• Biographical details
• Henry Giroux's brief interview on YouTube

Howard Rheingold
Born	(1947-07-07) July 7, 1947 (age 64) Phoenix, Arizona
Occupation	Critic and writer
Website
http://www.rheingold.com/

Howard Rheingold (born July 7, 1947) is a critic, writer, and teacher; his specialties are on the cultural, social and political implications of modern communication media such as the Internet, mobile telephony and virtual communities (a term he is credited with inventing).

Biography[link]

Rheingold was born in Phoenix, Arizona. He attended Reed College in Portland, Oregon, from 1964 to 1968. His senior thesis was entitled "What Life Can Compare with This? Sitting Alone at the Window, I Watch the Flowers Bloom, the Leaves Fall, the Seasons Come and Go."

A lifelong fascination with mind altering and its methods led Rheingold to the Institute of Noetic Sciences and Xerox PARC. There he worked on and wrote about the earliest personal computers. This led to his writing Tools for Thought in 1985, a history of the people behind the personal computer. Around that time he first logged on to The WELL - an influential early online community. He explored the experience in his seminal book, The Virtual Community.

Also in 1985, Rheingold coauthored Out of the Inner Circle: A Hacker's Guide to Computer Security with former hacker Bill Landreth. In 1991, he published Virtual Reality: Exploring the Brave New Technologies of Artificial Experience and Interactive Worlds from Cyberspace to Teledildonics.

After a stint editing the Whole Earth Review, Rheingold served as editor in chief of the Millennium Whole Earth Catalog. Shortly thereafter, he was hired on as founding executive editor of HotWired, one of the first commercial content web sites published in 1994 by Wired magazine. Rheingold left HotWired and soon founded Electric Minds in 1996 to chronicle and promote the growth of community online. Despite accolades, the site was sold and scaled back in 1997.

In 1998, he created his next virtual community, Brainstorms, a private successful webconferencing community for knowledgeable, intellectual, civil, and future-thinking adults from all over the world. As of 2011, Brainstorms was in its thirteenth year.

Rheingold in Mill Valley.

In 2002, Rheingold published Smart Mobs, exploring the potential for technology to augment collective intelligence. Shortly thereafter, in conjunction with the Institute for the Future, Rheingold launched an effort to develop a broad-based literacy of cooperation.

In 2008, Rheingold became the first research fellow at the Institute for the Future, with which he had long been affiliated.^[1]

Rheingold is a visiting lecturer in Stanford University's Department of Communication where he teaches two courses, "Digital Journalism" and "Virtual Communities and Social Media".^[2][3] He is a lecturer in U.C. Berkeley's School of Information where he teaches "Virtual Communities and Social Media" and where he previously taught "Participatory Media/Collective Action".^[4] He is also a frequent contributor to the DMLcentral blog on topics ranging from new media literacy to learning innovation.

Rheingold lives in Mill Valley, California, with his wife Judy and daughter Mamie. In an entry on his video blog, he provides a tour of the converted garage that became a "dream office" and an "externalization of [his] mind" where Rheingold absorbs information, writes, and creates art.^[5]

Partial bibliography[link]

• Talking Tech: A conversational Guide to Science and Technology, with Howard Levine (1982)
• Higher Creativity:Liberating the Unconscious for Breakthrough Insight (with Willis Harman, 1984)
• Tools for Thought: The History and Future of Mind-Expanding Technology (free in HTML form) (1985)
• Out of the Inner Circle, with Bill Landreth (1985)
• They Have a Word for It: A Lighthearted Lexicon of Untranslatable Words & Phrases (1988)
• The Cognitive Connection: Thought and Language in Man and Machine, with Howard Levine (1987)
• Excursions to the Far Side of the Mind (1988)
• Exploring the World of Lucid Dreaming, with Stephen LaBerge (1990)
• Virtual Reality (1991)
• The Virtual Community: Homesteading on the Electronic Frontier (free in HTML form) (1993) ISBN 0-201-60870-7
• Millennium Whole Earth Catalog: Access to Tools and Ideas for the Twenty-First Century (1995)
• The Heart of the WELL (1998)
• The Virtual Community: Homesteading on the Electronic Frontier, (2000 reprint with some new material) ISBN 0-262-68121-8
• Rheingold, Howard (2002). Smart Mobs: The Next Social Revolution. Basic Books. 
• Rheingold, Howard (2012). Net Smart: How to Thrive Online. The MIT Press. ISBN 0-262-01745-8. 

See also[link]

• Collective intelligence
• Information society
• The WELL
• Virtual community
• Peter Kollock

References[link]

External links[link]

Wikimedia Commons has media related to: Howard Rheingold

• Howard Rheingold's Web site
• Howard Rheingold's Twitter feed
• Howard Rheingold's FriendFeed page
• Smart Mobs weblog/book site
• Talk on collaboration at TED conference
• Reed College Alumni Magazine Profile
• Howard Rheingold and Andrea Saveri Introduce the Cooperation Project a 48MB Quicktime movie, hosted by the Internet Archive

This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (August 2010)

The Oppressed NYC at the A7 Tribute Show.

The Oppressed is a Welsh anti-fascist Oi! band that formed in 1981 in Cardiff. Most of the musicians in the band's various lineups were skinheads. Throughout the band's career, the members (especially vocalist Roddy Moreno) openly expressed opposition to racism and fascism — in their lyrics, interviews, on-stage comments and other actions. In 1989, Moreno visited New York City and met a few members of Skinheads Against Racial Prejudice (SHARP). On his return to the United Kingdom, he started promoting SHARP ideals to British skinheads.^[1][2] The band has also had ties to other anti-racist groups, such as Anti-Fascist Action. Moreno is a Cardiff City F.C. supporter, and some of the band's songs express that support.

The band has split and re-formed several times. Their more recent split was in 2006, but they re-formed in 2009, and continue performing today. Roddy Moreno - Vocals / Guitar. Dom Moreno - Bass. Steve Floyd - Guitar. Tony Kizmus - Drums.

Discography[link]

EPs[link]

• Never Say Die (1983)
• Victims / Work Together (1983)
• Fuck Fascism (1995)
• 5-4-3-2-1 (1996)
• They Think Its All Over...It Is Now(1996)
• Anti-Fascist Oi! (1996)
• Best of The Oppressed Bonus 7 Inch (1996)
• The Richard Allen Tribute Single (1997)
• Strength In Unity (1997)
• The Noise (1997)
• Oppressed / Fatskins (1998)
• Out on The Streets Again (1999)
• Football Violence (2009)

LPs[link]

• Oi!Oi! Music (1984)
• Fatal Blow (1985)
• Dead & Buried (1988)
• Dead & Buried / Fatal Blow Reissue (1996)
• The Best of The Oppressed (1996)
• Music For Hooligans (1996)
• We Can Do Anything (1996)
• Live (Llanrumney Youth Club 1984) (1997)
• More Noize For The Boys (1998)
• Skinhead Times (double CD) (2005)
• "Won't Say Sorry" The Complete Cover Story (double CD) (2005)

DVD[link]

• Brotherhood: The Oppressed/The Prowlers Live in Toronto - 4.30.05 (2008)

References[link]

External links[link]

• Official site
• Interview with Cardiff City fanzine

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